ERIC ED385698: Potentials and Possibilities. Home Economics High School Competency Based Curriculum Guide.

461 Pages·1994·6.1 MB·English

by  ERIC

DOCUMENT RESUME
ED 385 698
CE 069 566
TITLE
Potentials and Possibilities.
Home Economics High
School Competency Based
Curriculum Guide.
INSTITUTION
Montclair State Coll.,
Upper Montclair, NJ. Life
Skills Ccnter.
SPONS AGENCY
New Jersey State Dept.
of Education, Trenton.
Office
of Adult and Occupational
Education.
PUB DATE
94
NOTE
461p.
PUB TYPE
Guides
Classroom Use
leaching Guides (For
Teacher) (052)
EDRS PRICE
MF01/PC19 Plus
Postage.
DESCRIPTORS
Behavioral Objectives;
Competency Based Education;
Criterion Referenced
Tests; *Critical Thinking;
Family Life Education;
High Schools; *Home
Economics;
Home Management;
Instructional Materials;
Learning
Activities; Money
Management; Nutrition
Instruction;
Parenting Skills; *Problem
Solving; State Curriculum
Guides; Student Evaluation
ABSTRACT
This competency-based
curriculum guide contains
activities designed to
stimulate critical thinking
and develop
challenge-resolving skills
while strengthening
the fundamental
precepts of home economics
education. The home
economics content
area
has been divided into
duties and tasks.
In each task,
a challenge
activity forms the basis
for achieving
competence through problem
solving. Introductory
materials include the
following: a definition
of critical thinking;
conceptual framework;
description of the
challenge model; classroom
strategies; list of
Secretary's Commission
on Achieving Necessary Skills
(SCANS) competencies;
duty
statement/task list;
two evaluation instruments
recommended for use
with the curriculum;
sample resource data
sheet; and glossary.
The
curriculum consists of
nine duties: enhancing
personal identity;
managing resources;
maintaining employment;
strengthening families
and other relationships;
parenting and meeting
needs of children;
maintaining individual
and family health
through nutrition;
managing
food selection and
preparation to meet
nutritional needs; clothing
self and family; and
sheltering self and
family. Each duty
contains
3-12 tasks. Each
task follows this
format: perfcrmance
objective;
performance steps; enabling
objectives; activities;
and
criterion-referenced
measures--evaluation. Appendixes
to each duty
include a section that
identifies specific High
School Proficiency
Test skills used in
the learning activities.
A resource list and
publishers' list
are also provided. (YLB)
***********************************************************************
Reproductions supplied
by EDRS are the
best that can be made
from the original
document.
***********************************************************************
U.& DEPARTMENT OF
EDUCATION
Off
of Educaional Research
and impeovernent
"PERMISSION TO REPRODUCE THIS
EDIICATIONAL RESOURCES
INFORMATION
CENTER (ERIC)
MATERIAL HAS BEEN GRANTED BY
This sloCumant has been
reproduced as
received (torn the person
or otganization
onginating it
0 Minor changes have
been made to improve
roroduCtion quality
---r
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Points ot vyr or opinions
$lated in this docu.
mint do not nitStlinly
represent official
0E141 position or poicy.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC).-
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Home Economics High School
Competency Based
Curriculum Guide
STATE OF NEW JERSEY
DEPARTMENT OF EDUCATION
Office of Adult and
Occupational Education
LIFE SKILLS CENTER
DEPARTMENT OF HOME ECONOMICS
MONTCLAIR STATE
BEST COPY AVAILABLE
Funded through P.L. 101-392
CHALLENGE MODEL
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State of New Jersey
Department of Education
Office of Adult and Educational Occupation
HOME ECONOMICS HIGH SCHOOL COMPETENCY BASED
CURRICULUM GUIDE
Life Skills Center
Department of Home Economics
Montclair State College
Joan D. Bernstein
Project Director
Alice Van Deursen
Project Coordinator (1991-1993)
Marge Doremus
Project Coordinator (1993-1994)
Karen Andre/Alice Van
Curriculum Coordinator
Deursen
Karen Todd
Assistant Curriculum Coordinator
Elaine Flint
Evaluation Specialist
Karen Andre
Writers
Ellen Deutsch
Elaine Flint
Carol Leone
Karen Todd
Alice Van Deursen
Marge Doremus
Field Test Site Monitors
Janice Schott
Dorothy Altman
Editor
Howard Sparber
Graphics Consultant
Steve Behrens
Assistants
Graduate
Kristin Knubel
Funded through the Carl D. Perkins Act.
New Jersey State Department of Education, P.L.
101-392.
This curriculum guide was developed in cooperation with Monstclair
State College, and the New Jersey State Department of Education, Division
of Adult and Occupational Education, through
a contract funded under Carl
D. Perkins Vocational and Applied Technology Education Act PL-101-392.
The contractors undertaking this project
were encouraged to express
fully their judgments in professional and technical
matters. Points of view
or opinions do not, therefore necessarily represent official funding agency
positions or policies and no official endorsement should be inferred.
is a policy of the State Board of Education and the New
It
Jersey
Department of Education that no
person, on the basis of race, color, creed,
national origin, age, sex, handicap
or marital status, shall be subjected to
discrimination in employment or be excluded from
or denied benefits of
any activity, program or service for which the department has
responsibility. The department will comply with all
state and federal laws
regulations concerning non-discrimination.
and
4
NEW JERSEY
DEPARTMENT OF EDUCATION
Mary Lee Fitzgerald, Ed.D.
Commissioner of Education
Leo Klagholz, Ph.D.
Assistant Commissioner
Division of Academic Programs and Standards
Thomas A. Henry, Ed. D.
Director
Office of Adult and Occupational Education
Project developed in cooperation with
Phyllis R. Garnant
Susan K. Saravalli, Ph.D.
Rosemary M. Harzmann
Education Program Specialists
Home Economics and Consumer Education
STATE BOARD OF EDUCATION
President
Perth Amboy
ANNE S. DILLMAN
Vice President
Elmer
ROBERT A. WOODRUFF
Cherry Hill
S. DAVID BRANDT
Pittman
RONALD K. BUTCHER
Annaldale
MAUD DAHME
Elizabeth
ORLANDO EDEIEA
Bargaintown
BONNIE J. GREEN
Jersey City
CARLOS HERNANDEZ
Teaneck
JAMES A. JONES
Seaside Park
JOHN T. KLAGHOLZ
Madison
NANCY SCHAENEN
Jamesburg
DEBORAH P. WOLFE
(Representing the State Board of Higher Education)
MARY LEE FITZGERALD, Ed. D.
Commissioner of Education
Ex Officio
EDWARD D. GOLDBERG
Chancellor of Higher Edcuation
6
TABLE OF CONTENTS
PAGE
Introduction
Curriculum
Competency-based
1
Advisory Committee
1
Overvi-ew
3
Thinking
Critical
5
Framework
Conceptual
7
Model
Challenge
8
Strategies
Classroom
1 1
Activities
Initial 1 1
Challenge Activities
1 1
1 2
Creative Activities
Future Homemakers of America/Home Economics Related
1 2
Occupations (FHA/HERO)
1 3
Safety
Competencies
1 4
Scans
List
Statements/Task
1 6
Duty
Evaluation
1 9
2 0
Challenge Activity Worksheet
Challenge Evaluation Form
2 1
2 3
Resource Data Sheet
24
Test Process
Field
Glossary of Terms
2 6
DUTIES:
A 1
Enhancing Personal Identity
Duty A:
B-1
Managing Resources
Duty B:
C-1
Maintaining Employment
Duty C:
Strengthening Families and Other Relationships.
D-1
Duty D:
Parenting and Meeting Needs of Children
E-1
Duty E:
Maintaining Individual and Family Health through
Duty F:
G-1
Nutrition
Managing Food Selection and Preparation to Meet
Duty G:
Nutritional Needs
F- 1
Clothing Self and Family
H- 1
Duty II:
Sheltering Self and Family
I - 1
Duty I:
Funded through PL 101-392.
Li Fe Skilk Center, Montclair State.
INTRODUCTION
The New Jersey Home Economics High School Competency-Based
of New
Curriculum Guide seeks to revitalize home economics in the State
Jersey by demonstrating relevance and addressing the recognized
The guide is the result of a
educational challenges of the 21st century.
three-year curriculum development project funded by a grant to the
Life
New
Skills Center, Department of Home Economics, Montclair State by the
Education
Jersey Department of Education, Office of Adult and Occupational
through the Carl D. Perkins Act.
This curriculum was created as a competency-based comprehensive
throughout the state of New Jersey.
resource for home economics teachers
Basic theoretical concepts are presented within the context of activities
in
Activities were designed to
order to encourage competency development.
stimulate critical thinking and develop challenge-resolving skills while
strengthening the fundamental precepts of home economics education.
The curriculum also provides opportunities to coordinate Future
Occupations
Related
Homemakers of America/Home Economics
(FHA/HERO programs) with classroom activities.
The team administering the project began the curriculum development
composed of home economics
process by convening an advisory committee
teachers and other professionals with demonstrated leadership skills and
The role of the advisory committee
commitment to the future of the field.
administrators and
was to identify the needs of students, teachers, parents,
future employers within the framework of home economics and to insure
that the curriculum reflected the identified needs.
c,
0
Funded through PL 101-392.
Life Skills Center, Montclair State.
The input from the advisory committee to this important project was
invaluable. The project administrators sincerely appreciate the
contributions of the entire advisory committee:
Vicki Abodeely
Representative/Bergen
Parent/Community
County
Teacher/Lawrence High School/Lawrenceville
Georgianna Aikens
Sandra Andersen
Teacher/Pleasantville High School/
Pleasantville
Education Services Manager/Public Service
Jo Ann Dow
Gas & Electric Company/Newark
Susan Mancuso
Teacher/Hopatcong High School/Hopatcong
Frank Peloso
Administrator/Newark Board of Education/
Newark
Laura Porcaro
Teacher/Pascack Hills High School/Montvale
Martha Huleatte
Directcr/Northeast Curriculum
Center/Aberdeen
Coordination
Dorothy Spencer
Liaison/Middle School Home Economics
Curriculum Project/Keyport
Jeanette Weber
Home Economics Editor/Glencoe Publishing
Company/Burlington
Leonard Williams
Teacher/Rutherford High School/Rutherford
9
Skills Center, Montclair State.
Funded through PL 101-392.
Li f'(!
2
OVERVIEW
Competencies are the knowledge, skills and attitudes that enable students
This curriculum utilizes a
to perform a particular task at home or work.
learning which requires the transformation
competency-based approach to
of information into behavior which is acceptable at a specific standard,
thus encouraging teachers to guide students beyond memorization to the
achievement of competent performance.
The challenge model, an interpretation of the technology problem-solving
approach, is applied to home economics concepts in this curriculum to
develop students' abilities to gather information and explore options
Activities have been
before initiating a plan to resolve a challenge.
designed to encourage novel, creative and imaginative behaviors.
The home economics content area has been divided into duties, which are
major segments or work involved in the field, and tasks, which are
observable and measureable units of work with a definite beginning and
end. In each task, a Challenge Activity forms the basis for achieving
The Challenge Model serves as a
competence through problem solving.
guide to teacher and student to successfully resolve the challenge.
Activities throughout this curriculum guide require students to
utilize
rather than absorb information, to manage their thinking rather than
simply recall the theories and findings of others, and to transform
information into desired behavioral outcomes using the technology
approach to problem solving as represented by the challenge model.
Through performance, students acquire competencies which enable them
to contribute to, rather than depend upon, society.
to coach students in their
The aim of this competency-based curriculum is
search for clarification of personal identity and development as well as to
to thrive as individuals, family members,
empower them with the
skills
and productive members of our ever-changing global society. Expected
0
Funded through PL 101-392.
Life Skills Center, Montclair State.
3